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As part of the project, all partners collected good practices. In order to cover the whole field, the work focused on three target groups / three levels.

The collection of good practices and the analysis of data allowed us to look at existing experiences in different countries in relation to all target groups and at all levels, but with a particular focus on the international level.

A total of 333 good practices were collected and evaluated during the project. Most of them in English (278), but a significant number are also in Bulgarian (32) and Turkish (19).

Although some of the good practices are not in English, all of the descriptions are, and can be translated and adapted as needed (at the request of Asian partners).

Title of practice:	Education for intellectual and developmental disabilities in Singapore
Author/developer:	Rhonda Faragher, Mo Chen et al
Language:	English
Description of good practice:	Participation in primary education for all children is mandated by law as stipulated by the Compulsory Education Act. This can take the form of public primary schools, special schools, or home-schooling. Support is provided to children with special educational needs in all mainstream primary and secondary schools. Mainstream schools are staffed with a proportion of teachers (typically 10–20%) with over 100 hours of training to support students with special educational needs (SEN) and are equipped with AlliedEducators (Learning and Behavior Support) to support the learning, social, and behavioral regulation of students with SEN. Most children with IDD attend special schools in Singapore. These special schools are run by non-governmental organizations (NGOs) leading to different approaches employed between schools. However, government support and regulation via funding for infrastructure and personnel, as well as a centralized curriculum framework and training program result in a broadly uniform standard in special schools across the country. As such, a typical classroom for a child with IDD is likely one within a custom-built special school, staffed by special education teachers, teacher assistants, psychologists, and other therapists. Educational goals are individualized and guided by the national special educational curriculum framework. Classes usually have 10–20 children, typically those with similar ability or age.Teachers working in special schools complete a 1 year Diploma in Special Education as their preservice teaching qualification, specially preparing them to work with children with SEN. Professional development for teachers from special school is also nationally subsidized which may be further accredited as an Advanced Diploma in Special Education. Faragher, R., Chen, M., Miranda, L., Poon, K., Rumiati, , Chang, F.-R. and Chen, H. (2021), Inclusive Education in Asia: Insights From Some Country Case Studies. Journal of Policy and Practice in Intellectual Disabilities, 18: 23-35. https://doi.org/10.1111/jppi.12369
Country where the practice is developed:	Singapore
URL to the material:	https://onlinelibrary.wiley.com/doi/epdf/10.1111/jppi.12369
Relevant file:
Type of practice:	Accessible physical environment
Group(s) targeted by the material:	Administrative staff Teaching staff Policy makers
The level of Creative Commons license:	No licensing infromation available
Can the practice be reused?:	Yes
What is the payment model for this material?:	Free
What is the cost of using this material?:
What barriers does it help to overcome?:	Organisational
Is there anything else you would like to add about this submitted good practice material?:
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